...Series No. 59 Sexual harassment in the workplace: a literature review Carrie Hunt, Marilyn Davidson, Sandra Fielden and Helge Hoel Manchester Business School, University of Manchester Sexual harassment in the workplace: A literature review Carrie Hunt, Marilyn Davidson, Sandra Fielden and Helge Hoel The Centre for Equality and Diversity at Work Manchester Business School, University of Manchester 2 © Equal Opportunities Commission 2007 First published Summer 2007 ISBN 978 1 84206 033 9 EOC WORKING PAPER SERIES The EOC Working Paper Series provides a channel for the dissemination of research carried out by externally commissioned researchers. The views expressed in this report are those of the authors and do not necessarily represent the views of the Commission or other participating organisations. The Commission is publishing the report as a contribution to discussion and debate. Please contact the Research and Resources team for further information about other EOC research reports, or visit our website: Research and Resources Equal Opportunities Commission Arndale House Arndale Centre Manchester M4 3EQ Email: research@eoc.org.uk Telephone: 0161 838 8340 Website: www.eoc.org.uk/research You can download a copy of this report as a PDF from our website, or call our Helpline to order a copy: Website: Email: Helpline: www.eoc.org.uk/research info@eoc.org.uk 0845 601 5901 (calls charged at local rates) Interpreting...
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...Working Paper Series No. 59 Sexual harassment in the workplace: a literature review Carrie Hunt, Marilyn Davidson, Sandra Fielden and Helge Hoel Manchester Business School, University of Manchester Sexual harassment in the workplace: A literature review Carrie Hunt, Marilyn Davidson, Sandra Fielden and Helge Hoel The Centre for Equality and Diversity at Work Manchester Business School, University of Manchester 2 © Equal Opportunities Commission 2007 First published Summer 2007 ISBN 978 1 84206 033 9 EOC WORKING PAPER SERIES The EOC Working Paper Series provides a channel for the dissemination of research carried out by externally commissioned researchers. The views expressed in this report are those of the authors and do not necessarily represent the views of the Commission or other participating organisations. The Commission is publishing the report as a contribution to discussion and debate. Please contact the Research and Resources team for further information about other EOC research reports, or visit our website: Research and Resources Equal Opportunities Commission Arndale House Arndale Centre Manchester M4 3EQ Email: research@eoc.org.uk Telephone: 0161 838 8340 Website: www.eoc.org.uk/research You can download a copy of this report as a PDF from our website, or call our Helpline to order a copy: Website: Email: Helpline: www.eoc.org.uk/research info@eoc.org.uk 0845 601 5901 (calls charged at local rates) Interpreting service available for callers...
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...360 CRIME AND ALCOHOL MCGLOTHLIN, W., COHEN, S., & MCGLOTHLIN, M. S. (1967). Long-lasting effects of LSD on normals. Archives of General Psychiatry, 17, 521–532. NASH, H. (1962). Alcohol and caffeine: A study of their psychological effects, Springfield, IL: Charles C. Thomas. ROE, A. (1946). Alcohol and creative work. Quarterly Journal of the Study of Alcohol, 415–467. TART, C. T. (1971). On being stoned. Palo Alto. CA: Science and Behavior Books. is complex (involving multiple factors in addition to alcohol), and that alcohol is often blamed without justification for criminal offenses. HOW OFTEN DOES DRINKING PRECEDE THE COMMISSION OF CRIMES? The Bureau of Justice Statistics (BJS), an agency of the U.S. Department of Justice, reviewed the role alcohol played in crime by looking at convicted offender data from 1996 (Greenfield, 1998). On an average day in 1996, an estimated 5.3 million convicted offenders were under the supervision of criminal justice authorities. Nearly 40% of these offenders, about two million, had been using alcohol at the time of the offense for which they were convicted. Whether the offender was on probation or was incarcerated in a local jail or a state prison, offenders were about equally likely to have been drinking at the time of the crime. What they consumed was similar, with beer being the most commonly used alcoholic beverage: 30 percent of probationers, 32 percent of jail inmates, and 23 percent of state prisoners said that they had been drinking...
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...CHAPTER 7 DEVIANCE AND SOCIAL CONTROL Deviance 171 Social Policy and Social Control: Illicit Drug Use in Canada and Worldwide 193 What Is Deviance? 171 Explaining Deviance 175 Social Control 182 Conformity and Obedience 182 Informal and Formal Social Control Law and Society 186 Crime 185 187 Types of Crime 188 Crime Statistics 190 The Issue 193 The Setting 193 Sociological Insights 193 Policy Initiatives 193 Boxes RESEARCH IN ACTION: Street Kids 183 sOCIOLOGY IN THE GLOBAL COMMUNITY: Singapore: A Nation of Campaigns 186 TAKING SOCIOLOGY TO WORK: Holly Johnson, Chief of Research, Canadian Centre for Justice Statistics, Statistics Canada 192 Cigarette smoking has become stigmatized in Canada. This newspaper advertisement, sponsored by Health Canada, reverses the typical advertising strategy of equating smoking with sexiness. 169 H eidi Fleiss was in her late twenties when she was arrested for operating a call girl service. At the time, her pediatrician father had reacted flippantly, “I guess I didn’t do such a good job on Heidi after all.” Later, he would be convicted of conspiring to hide profits from his daughter’s call girl ring. Fleiss had dropped out of school when she was sixteen and established a liaison with a playboyfinancier who gave her a Rolls-Royce for her twenty-first birthday. In her early twenties, Fleiss interned in the world of prostitution by working for Madame Alex (Elizabeth Adams)...
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...problems, and requiring a larger quantity of alcohol to feel its effect (Videbeck, 2007). Alcoholism does not only affect the adults. According to Sociological theory, alcoholism is a learned response. This often happens at a young age. A child may see things around them or on TV of people drinking and they tend to believe that is the right thing to do. This addiction is primarily believed to be because of society's influences. This often will affect persons who mostly drink in groups. This theory is based more on the peer pressure a person might receive, so they often turn to alcohol drinking problems during college years. Moreover, it has become a public health concern because of its effect on the future of a child. The goal of the current study is to assess the primary psychosocial factors that predict problem drinking among college students. Variables examined included demographic variables, personality, drinking history, alcohol expectancies, drinking motives, stress and coping, activity involvement, and peer and family influence. Evidence from studies of college drinking indicated that the variables associated with...
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...Licensed to: CengageBrain User Licensed to: CengageBrain User This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest. Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Licensed to: CengageBrain User Criminal Justice in Action, 7th Edition Larry K. Gaines and Roger LeRoy Miller © 2013 Wadsworth, Cengage Learning ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored or used in any form or by any means graphic, electronic, or mechanical, including but not...
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...Notes for the Course: Religion and Ethics in our Modern Society, 2012 By Dr H Ndlovu Definition and Nature of Christian Ethics Ethics is derived from the Greek word “ethos” that is also comes from another word “ethika.” Ethika means norms, conventions, values, customs the society. Thus ethics is a discipline that examines one’s moral standards or the moral of a society. These are absorbed from family, church and friends. Why Study Ethics There are nine reasons why human beings have to study ethics. 1. Human beings are capable of reasoning from cause to effect with the understanding that everything done has effect. 2. Human beings are capable of making choices after comparing the alternatives, that is, internal and external. People have two cells namely: a. Real – what we have now b. Ideal – what we are aiming at 3. Human beings are self – conscious. This means we can study ourselves by being a subject and be the object at the same time. 4. Human beings are finite or limited not knowing what will happen from the next moment or next door. Thus, we must have principles to apply when situations comes. 5. Human life is an active dynamic phenomenon – We do something as if we do nothing. 6. People also can be taught to be good (Isaiah 1 :18) 7. Human beings are capable of filing an obligation 8. Human beings are also capable of understanding what moral terms like freedom, dignity and so on affects other people. 9. Finally, human beings need to survive. Human civilization...
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...OFFICIAL CATALOG This Catalog contains information, policies, procedures, regulations and requirements that were correct at the time of publication and are subject to the terms and conditions of the Enrollment Agreement entered into between the Student and ECPI University. In keeping with the educational mission of the University, the information, policies, procedures, regulations and requirements contained herein are continually being reviewed, changed and updated. Consequently, this document cannot be considered binding. Students are responsible for keeping informed of official policies and meeting all relevant requirements. When required changes to the Catalog occur, they will be communicated through catalog inserts and other means until a revised edition of the Catalog is published. The policies in this Catalog have been approved under the authority of the ECPI University Board of Trustees and, therefore, constitute official University policy. Students should become familiar with the policies in this Catalog. These policies outline both student rights and student responsibilities. The University reserves the right and authority at any time to alter any or all of the statements contained herein, to modify the requirements for admission and graduation, to change or discontinue programs of study, to amend any regulation or policy affecting the student body, to increase tuition and fees, to deny admission, to revoke an offer of admission and to dismiss from the...
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...2012 Catalog Volume 20 Issue 1 March 5, 2012 – December 31, 2012 This Catalog contains information, policies, procedures, regulations and requirements that were correct at the time of publication and are subject to the terms and conditions of the Enrollment Agreement entered into between the Student and ECPI University. In keeping with the educational mission of the University, the information, policies, procedures, regulations and requirements contained herein are continually being reviewed, changed and updated. Consequently, this document cannot be considered binding. Students are responsible for keeping informed of official policies and meeting all relevant requirements. When required changes to the Catalog occur, they will be communicated through catalog inserts and other means until a revised edition of the Catalog is published. The policies in this Catalog have been approved under the authority of the ECPI University Board of Trustees and, therefore, constitute official University policy. Students should become familiar with the policies in this Catalog. These policies outline both student rights and student responsibilities. The University reserves the right and authority at any time to alter any or all of the statements contained herein, to modify the requirements for admission and graduation, to change or discontinue programs of study, to amend any regulation or policy affecting the student body, to increase tuition and fees, to deny admission, to revoke an offer...
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...The Hunger Games: Action-film feminism is catching fire Lisa Schwarzbaum Burning up Jennifer Lawrence’s Katniss Everdeen is both strong and vulnerable – a new kind of action heroine who has powered The Hunger Games: Catching fire to a $158m US debut. (Lionsgate) Jennifer Lawrence’s Katniss Everdeen is a new type of female action film icon, and moviegoers should be very excited about that, writes Lisa Schwarzbaum. As Catching Fire ignites on movie screens around the world, this is what we know about the 21st Century heroine called Katniss Everdeen: she is strong but also soft. She is brave but she has doubts. She is a phenomenal fictional creation, yet is real enough that moviegoers can draw inspiration from her values, her resourcefulness, and her very human inner conflicts. And she is played by Jennifer Lawrence, who appears not only to be handling her current duties as Hollywood’s finest model of well-adjusted millennial female stardom but doing so with charm. Everdeen and Lawrence: golden girls both. Personified in Lawrence’s lithe movements and cool, focused gaze, Katniss is a brave, resourceful and independent-minded fighter; but she is also a troubled and vulnerably guilt-ridden human being. Nina Jacobson, the producer of the Hunger Games film franchise, puts it this way: “She is a singular heroine in that the burden of survival weighs on her. She has a ton of survivor’s guilt. And she keeps surviving.” Girl on fire It is strange that behaving like a well-adjusted...
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...http://content.yudu.com/Library/A2nagu/SocialPsychologyAron/resources/3.htm Chapter 2 Methodology: How Social Psychologists Do Research Total Assessment Guide (T.A.G.) |Topic |Question |Factual |Conceptual |Applied | | |Type | | | | | |Multiple Choice |1 |2 | | |Introduction | | | | | | |Essay | | | | | |Multiple Choice |6,19,21 |9,10,11,12,13,14,15,16,18 |3,4,5,7,8,17,20 | |Social Psychology: An | | | | | |Empirical Science | | | | | | |Essay |240 | | | | |Multiple Choice |24,28,36,41,54,59,73,74,75, |27,29,31,33,34,35...
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...Beyond Feelings A Guide to Critical Thinking NINTH EDITION Vincent Ryan Ruggiero Professor Emeritus of Humanities State University of New York, Delhi BEYOND FEELINGS: A GUIDE TO CRITICAL THINKING, NINTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2009, 2007 and 2004. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 1 0 9 8 7 6 5 4 3 2 1 ISBN: MHID: 978-0-07-803818-1 0-07-803818-9 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Editorial Director: Beth Mejia Senior Managing Editor: Meghan Campbell Executive Marketing Manager: Pamela S. Cooper Senior Project Manager: Joyce Watters Buyer: Nicole Baumgartner Design Coordinator: Margarite Reynolds Media Project Manager: Sridevi Palani Compositor: Glyph International Typeface: 10/13 Palatino Printer: R...
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...animal Books by Elliot Aronson Theories of Cognitive Consistency (with R. Abelson et al.), 1968 Voices of Modern Psychology, 1969 The Social Animal, 1972, 1976, 1980, 1984, 1988, 1992, 1995, 1999, 2004; (with J. Aronson), 2008 Readings About the Social Animal, 1973, 1977, 1981, 1984, 1988, 1992, 1995, 1999, 2004; (with J. Aronson), 2008 Social Psychology (with R. Helmreich), 1973 Research Methods in Social Psychology (with J. M. Carlsmith & P. Ellsworth), 1976 The Jigsaw Classroom (with C. Stephan et al.), 1978 Burnout: From Tedium to Personal Growth (with A. Pines & D. Kafry), 1981 Energy Use: The Human Dimension (with P. C. Stern), 1984 The Handbook of Social Psychology (with G. Lindzey), 3rd ed., 1985 Career Burnout (with A. Pines), 1988 Methods of Research in Social Psychology (with P. Ellsworth, J. M. Carlsmith, & M. H. Gonzales), 1990 Age of Propaganda (with A. R. Pratkanis), 1992, 2000 Social Psychology, Vols. 1–3 (with A. R. Pratkanis), 1992 Social Psychology: The Heart and the Mind (with T. D. Wilson & R. M. Akert), 1994 Cooperation in the Classroom: The Jigsaw Method (with S. Patnoe), 1997 Nobody Left to Hate: Teaching Compassion After Columbine, 2000 Social Psychology: An Introduction (with T. D. Wilson & R. M. Akert), 2002, 2005, 2007 The Adventures of Ruthie and a Little Boy Named Grandpa (with R. Aronson), 2006 Mistakes Were Made (But Not By Me) (with C. Tavris), 2007 Books by Joshua Aronson Improving Academic Achievement, 2002 The Social Animal To...
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...This page intentionally left blank This page intentionally left blank Less managing. More teaching. Greater learning. INSTRUCTORS... Would you like your students to show up for class more prepared? class is much more fun if everyone is engaged and prepared…) (Let’s face it, Want ready-made application-level interactive assignments, student progress reporting, and auto-assignment grading? (Less time grading means more time teaching…) Want an instant view of student or class performance relative to learning objectives? (No more wondering if students understand…) Need to collect data and generate reports required for administration or accreditation? (Say goodbye to manually tracking student learning outcomes…) Want to record and post your lectures for students to view online? With McGraw-Hill's Connect Management, ™ INSTRUCTORS GET: • Interactive Applications – book-specific interactive assignments that require students to APPLY what they’ve learned. • Simple assignment management, allowing you to spend more time teaching. • Auto-graded assignments, quizzes, and tests. • Detailed Visual Reporting where student and section results can be viewed and analyzed. • Sophisticated online testing capability. • A filtering and reporting function that allows you to easily assign and report on materials that are correlated to accreditation standards, learning outcomes, and Bloom’s taxonomy. • An easy-to-use lecture capture tool. STUDENTS... Want an online, searchable...
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...This page intentionally left blank This page intentionally left blank Less managing. More teaching. Greater learning. INSTRUCTORS... Would you like your students to show up for class more prepared? class is much more fun if everyone is engaged and prepared…) (Let’s face it, Want ready-made application-level interactive assignments, student progress reporting, and auto-assignment grading? (Less time grading means more time teaching…) Want an instant view of student or class performance relative to learning objectives? (No more wondering if students understand…) Need to collect data and generate reports required for administration or accreditation? (Say goodbye to manually tracking student learning outcomes…) Want to record and post your lectures for students to view online? With McGraw-Hill's Connect Management, ™ INSTRUCTORS GET: • Interactive Applications – book-specific interactive assignments that require students to APPLY what they’ve learned. • Simple assignment management, allowing you to spend more time teaching. • Auto-graded assignments, quizzes, and tests. • Detailed Visual Reporting where student and section results can be viewed and analyzed. • Sophisticated online testing capability. • A filtering and reporting function that allows you to easily assign and report on materials that are correlated to accreditation standards, learning outcomes, and Bloom’s taxonomy. • An easy-to-use lecture capture tool. STUDENTS... Want an online, searchable...
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